An AI-supported curriculum shifts much of practice and preparation to the week at home, so in-person class time can focus on discussion, enrichment, and skill-building. 

Yes. Teacher resources are available for year-long courses. Each week includes a wide range of support materials (slide shows, discussion questions, activity ideas, quizzes and answer keys, list of student homework activities with objectives, vocabulary lists, short story and poetry texts)—more than most once-a-week classes could use in a single 80-minute meeting—so that teachers have the flexibility to plan class time according to the needs of their students.

In full-year courses, students complete the teacher-assigned AI activities that help them read and analyze texts using structured prompts, practice academic discussion in a low-pressure environment, and draft ideas, thesis statements, and short written responses. Along the way, they receive immediate feedback that supports revision and helps them strengthen and improve their thinking and writing. Students come to class ready to think, not just listen.

AI does not replace the teacher—it elevates the teacher’s role. During the weekly class, the teacher focuses on leading live discussions, clarifying misunderstandings, reinforcing and expanding student ideas, coaching students in real time, and guiding students toward deeper thinking and meaningful application of what they are learning.

Students don’t repeat what they did at home—they use it. For example, when students discuss a literary text with AI during the week, they arrive in class prepared to share ideas and insights. The teacher then draws from those ideas to guide discussion, ask purposeful follow-up questions, and push thinking further, allowing students to articulate, defend, and refine their ideas with peers. This process leads to richer conversations and more confident, engaged participation.

Teachers use part of class time to front-load upcoming activities by introducing the author and relevant historical or literary context, explaining the purpose of the next reading, highlighting key ideas or techniques to look for, and modeling how to use AI tools effectively and ethically. The emphasis remains on skill-building rather than shortcut-taking, so students leave class understanding why they are doing the upcoming work and how to approach it thoughtfully and independently.

In-person class time provides experiences that are difficult to replicate at home, including live discussions and debates, Socratic seminars, small-group collaboration, peer review workshops, and creative responses such as dramatic readings, role-based discussions, and presentations. Students also benefit from teacher-led coaching in writing and thinking. These activities not only deepen understanding but also strengthen communication and critical thinking skills.

Students arrive prepared, allowing class time to be rich with discussion rather than dominated by lecture. Students feel more confident sharing their ideas, while teachers spend less time checking work and more time teaching. Learning becomes collaborative, dynamic, and purposeful, as AI handles repetition and practice, freeing teachers to focus on building relationships, providing insight, and fostering student growth.

There is no single “typical” class format. Each teacher or co-op leader can organize the class in whatever way best fits their students. Some groups prefer to spend more time on discussion, interactive activities, or vocabulary games while allowing the AI tools to handle much of the direct grammar and writing instruction. In other situations, students may need focused help in a particular area, and a short mini-lecture or guided review may be the most effective approach. Many teachers choose to balance these methods, but the materials are designed to be flexible so that each teacher can use what works best for their class and their students.

OPTION 1: The easiest way for group facilitators to keep track of multiple student work is to create course/group folders in Google Drive or OneDrive. Inside those folders, create student folders. Share student folders with the students and their parents. When students complete an activity, they will save them as pdfs and upload them to their shared folder for both you and their parents to review. You may need to walk them through this process the first few times until they get the hang of it.

OPTION 2: Have students share their activities with you when they complete them using the share feature. This option is easier for the students but more challenging for facilitators to organize and keep track of numerous students.

OPTION 3: Have parents oversee all student AI work. Teachers provide a grade for weekly class engagement.